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Dr JIANG, Lianjiang George

Dr JIANG, Lianjiang George

Assistant Professor

Academic Unit of Teacher Education and Learning Leadership




[javascript protected email address]


(852) 3917 5729


Room 656, Meng Wah Complex

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.


Dr Lianjiang Jiang (George) is an education researcher and a language teacher educator. His expertise is in multimodality and multiliteracies in second language education, with a focus on digital multimodal composing, multimodal assessment/feedback, and digital pedagogies. He is interested in how traditional reading and writing can be expanded and repurposed in today’s digital and multimodal world. He is guided by his conviction that second language education should be responsive to linguistic and cultural diversity, social change, and digital advancements. He is passionate about developing digital multimodal pedagogies to empower marginalized second language learners and teachers to cross the linguistic, cultural, and digital divides for individual growth and social mobility. His research has a strong social equity orientation that shapes his teaching and practice.  


Lianjiang (George) is Principal Investigator and Co-Principal Investigator of research grants funded by Research Grants Council in Hong Kong. He has been offered chances to present his work across the globe including Asia, Australia, North America, and Europe. He has published in top-tier peer reviewed journals on digital multimodal composing, computer-assisted writing and multimodal feedback, and digital multimodal pedagogies. He is on the editorial board for Journal of Second Language Writing, Linguistics and Education, and Journal of Asia TEFL. He supervises PhD, EdD, Masters, and undergraduates' research projects in relation to multimodality and multiliteracies/digital literacies. He also leads the Digital Multimodal Composing Interest Group at HKU to build up a community of researchers and practitioners who share an interest in multimodality and multiliteracies in second language education. He has delivered workshops in K-12 school contexts to integrate digital multimodal compsing into the language curriculum for linguistically and culturally responsive English language learning for students of diverse backgrounds. 


Research interests:

Digital multimodal composing, bi/multilinguals' digital literacies, multimodality/multiliteracies in technology-supported L2 writing and feedback


Teaching areas:

Second language acqusition, Digital literacies in the language curriculum, Qualitative research methods, Sociolinguistics and English language education

Macao Humanities and Social Sciences Research Outstanding Achievement Award, 2022


Top 50 Reviewer for CALL (Computer Assisted Language Learning), 2022


“National Quality Online Open Course” Award, Ministry of Education, PRC.


Macao Talent Program Postdoctoral Fellowship, Macau SAR, China.


University Outstanding Research Paper, 2018

Using digital multimodal composing to promote linguistic and cultural collaboration between majority and ethnic minority students of English as a second language in Hong Kong, Research Grants Council, ECS, 2022/23. PI.


Investigating adolescents' digital citizenship through social media: (Trans)formation, digital literacy practices and influential factors, Research Grants Council, GRF, 2022/23, CO-I.


Preparing preservice English teachers for linguistically responsive teaching in Hong Kong: An ethnographic case study, Seed Fund for Basic Research, HKU. 2021/23. PI.


Youths' online civic participation through digital multimodal composing: A virtual ethnography, Faculty Research Fund, HKU, 2021-2022. PI.


Investigating the impact of feedback practices on the English writing motivation and writing performance of university students in the Greater Bay Area, Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, 2020, Co-I


National Online Open Course Project Public Speaking in English, granted by Ministry of Education, China. 2018, RMB136,000. PI. (completed)


Outcome-based reform practice and research in public English education, Two-year project funded by Department of Education, Fujian, China. 2019, PI (completed)


A blended approach to curricular innovation: A case of public speaking in English, Two-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)


MOOC-mediated English teaching team building, Three-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)


English teachers’ strategies of employing multimodal resources in EFL teaching, Two-year project funded by Fujian 13th Five-Year Plan in Educational Science Research, Fujian, China. 2018,  PI. (completed)

Jiang, L., Kam, H. & Furgeson, D. (Accept). Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers, Educational Technology & Society


Jiang, L. (2023), Multilingual youths' digital activism through multimodal composing in the post pandemic era. Journal of Multilingual and Multicultural Development. 


Li, Q., Yu, S. & Jiang, L.* (2023). Exploring the motivational profiles of Macao Portuguese LOTE learners: A tale of eight local adult learners, Journal of Multilingual and Multicultural Development. 

[*Corresponding author]


Zhang, L. & Jiang, L.* (2023). The role of emotion in Chinese preschool teachers' identity construction. Teaching and Teacher Education, 123, 104010, [*Corresponding author] 


Jiang, L., Gu, M. M., & Fang, F. (2022). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review.


Jiang, L.*, & Gu, M. M. (2022). Understanding youths’ civic participation online: a digital multimodal composing perspective. Learning, Media and  Technology.  [*Corresponding author]


Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing.


Jiang, L.*, & Gu, M. (2022). Towards a professional development model for critical digital literacies in TESOL. TESOL Quarterly, 56(3), 1029-1040.[*Corresponding author] 


Jiang, L., Yu, S., & Zhao, Y. (2022). Incorporating digital multimodal composing through collaborative action research: challenges and coping strategies. Technology, Pedagogy and Education, 31(1), 45-61.


Jiang, L. (2022). Facilitating EFL students’ civic participation through digital multimodal composing. Language, Culture and Curriculum, 35(1), 102-117.


Jiang, L., & & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329-1353.


Cai, Y., Fang, F., Sun, H., & Jiang, L. (2022). Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad. System, 110.


Yu, S., Jiang, L., Liu, C., & Zhou, N. (2022). Profiles of Chinese secondary students’ L2 writing motivation and engagement. Educational Psychology, 1-19.


Zang, N., Cao, H., Zhou, N., Jiang, L., & Li, B. (2022). Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator. Social Psychology of Education.


Zheng, Y., Yu, S., Liu, C., & Jiang, L.* (2022). Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System, 109. [*Corresponding author]


Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research


Tsang, K., Jiang, L., & Zhu, G. (2022). Teacher Emotions in Chinese Societies: An Introduction to the Special Issue. Beijing International Review of Education, 4(1), 5-10.


Zheng, L., Meng, H., Wang, S., Liang, Y., Nie, R., Jiang, L., Li, B., Cao, H., & Zhou, N. (2022).    Adolescents’ Family Socioeconomic Status, Teacher–Student Interactions, and Career   Ambivalence/Adaptability: A Three-Wave Longitudinal Study. Journal of Career Development.


Li, F., & Jiang, L.* (2022). Understanding efl Teachers’ Emotional Experience of Doing Research: A Review. Beijing International Review of Education, 4(1), 11-28. [*Corresponding author


Wei, C., Gu, M., & Jiang, L. (2021). Exploring family language policy-making in internal migrant families in contemporary China: Negotiating habitus, capital and the social field. Current Issues in Language Planning, 23(3), 296-318.


Huang, E., Jiang, L.*, & Yang, M. (2021). The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language: an ecological perspective. Educational Technology Research and Development, 69(6), 3391-3412.[*Corresponding author]


Wang, W., & Jiang, L. * (2021). Writing on WeChat moments: Impacts on writing performance and learner autonomy. Computer Assisted Language Learning.[*Corresponding author


Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research,


Ma. J. Yu, S., Reynolds, B, & Jiang, L. (2021). A qualitative investigation of Chinese students’ willingness to communicate in English in the graduate school classroom. English Language Teaching. 46(1), 77-98.


Wang, X., Jiang, L., Fang, F., & Elyas, T. (2021). Toward critical intercultural literacy enhancement of university students in China from the perspective of English as a lingua franca. Sage Open,


Jiang, L. & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis. The Asia-Pacific Education Researcher,30(6), 509-518.


Yu, S., & Jiang, L*. (2021). L2 university students’ motivational self system in English writing: a sociocultural inquiry. Applied Linguistics Review.[*Corresponding author]


Yu, S., Zheng, Y. Jiang, L.*, Liu, C. & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48. [*Corresponding author]


Gu, M., Li, Z. & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development.


Jiang, L., Yu, S., Zhou, N. & Xu, Y. (2021). English writing instruction in Chinese students’ experience: A survey study. RELC Journal.


Jiang, L., Zang, N., Zhou, N. & Cao. H. (2021). English teachers’ intention to use flipped teaching: Interrelationships with competence need satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning.


Jiang, L., Yuan, K. & Yu, S. (2021). Transitioning from pre-service to novice: A study on Macau EFL teachers’ identity change. The Asia-Pacific Education Researcher, 30(1), 11-21.


Yu, S., Jiang, L*. (2021) Early career English teachers’ professional commitment change: a Macau study. Asia-Pacific Journal of Teacher Education, 49(3), 319-333. [*Corresponding author]


Yu, S., Jiang, L., Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research.


Yu, S., & Jiang, L.* (2020). Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education, 44(1), 87-104. [*Corresponding author]


Jiang, L., Yu, S. & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System, 93.


Yu, S., Wang, Y., Jiang, L*., & Wang, B. (2021). Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau. Innovations in Education and Teaching International, 58(4), 462-472.[*Corresponding author]


Yu, S., Xu, H., Jiang, L., & Chan, I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48.


Cao, H., Liang, Y., Li, X., Zhu, L., Wu, L., Liu, H., Jiang, L., Zhou, N., * & Zhang, J. * (2020). Childhood maltreatment and affective symptoms and severity of drug addiction among Chinese male drug users: variable-centered and person-centered approaches. Journal of Aggression, Maltreatment & Trauma, 30(8), 1007-1027.


Yu, S., Jiang, L., Zhou, N. (2020). Investigating what feedback practices contribute to students' writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44.


Zhang, L., Yu, S. & Jiang, L*. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92. [*Corresponding author]


Jiang, L.*, & Gao, J. (2020). Fostering EFL learners’ digital empathy through multimodal composing. RELC journal, 51(1), 70-85. [*Corresponding author]


Jiang, L., Yu, S., & Zhao, Y. (2020). An EFL teacher’s investment in digital multimodal composing. ELT Journal, 74(3), 297-306.


Jiang, L. & Ren, W. (2020). Digital multimodal composing in L2 learning: Ideologies and impact. Journal of Language, Identity & Education, 20(3), 167-182.


 Meng, H., Cao, H., Hao, R., Zhou, N., Liang, Y., Wu, L., Jiang, L., Ma, R., Li, B., Deng, L., Lin, Z., Lin, X., & Zhang, J. (2020). Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities. Journal of Behavioral Addictions, 9(1), 163-174.


Jiang, L., Yang, M. & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing. TESOL Quarterly, 54(4), 954-979.


Huang, R. & Jiang, L*. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633-646.  [*Corresponding author]


Jiang, L., Yu, S., Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 25(4), 613-632.


Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72.


Tsang, K. K., & Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools: Studies in Education, 15(2), 228-246.


Jiang, L. (2017). The affordances of digital multimodal composing for EFL learning. ELT Journal, 71(4), 413-422.


Jiang, L.* & Luk. J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11. [*Corresponding author]


Jiang, L., He, C. & Zhao, Y. (2020). A narrative inquiry of teachers’ practice in using visual resources in textbooks. Global Education. 04, 68-84.[CSSCI, in Chinese]


Zhao, Y., Jiang, L. * & Huang, R. (2018). Investigating graded teaching reform from College English teachers' and students' experiences and perceptions, Higher Education Development and Evaluation, 34(6), 98-108. [CSSCI, in Chinese] [*Corresponding author]


Zhao, Y., & Jiang L. * (2018). Analyzing the instructional efficacy of MOOC-and-Cloud-class mediated flipped classroom: A case of English public speaking course, Journal of Jimei University, 6, 83-89. [in Chinese] [*Corresponding author]


Zhao, Y., & Jiang, L.* (2017). An experimental study on a lexical chunk approach to English major students’ timed writing ability, Journal of Inner Mongolia Normal University, 7, 127-133. [in Chinese] [*Corresponding author]


Jiang, L., & Zhao, Y. (2012). Analysis of discourse relations in CET writings based on Treebank, Journal of Jimei University, 2, 115-120. [in Chinese]


Jiang, L. (2008). Utility of Art-based narrative inquiry in new teachers’ development, Journal of Chongqing Wenli University, 27(6), 104-107. [in Chinese]


Yu, W., & Jiang, L. (2005). Children's Cognitive Understanding of Metaphors, Journal of Chongqing University, 6, 142-145 [in Chinese, CSSCI]


List of Book Reviews

Cheng, Hong, & Jiang, L. (2022). Multimodal composing in K-16 ESL and EFL education: Multilingual perspectives [book review]. Journal of Second Language Writing. 



Zhong, J. & Jiang, L. (2022). Reconceptualizing the writing practices of multilingual youth [book review]. Journal of Second Language Writing. 56,


Zhong, J. & Jiang, L. (2021). Professional Development of CLIL Teachers [book review]. System, 101.


Jiang, L. & Zhong, J. (2020). Re-positioning accent attitude in the global Englishes paradigm [book review]. Applied Linguistics.


Jiang, L. (2020). English for research publication purposes: Critical plurilingual pedagogies [book review]. Journal of English for Academic Purposes, 43.


Jiang, L. (2019). English in the disciplines: A multidimensional model for ESP course design [book review]. Journal of Second Language Writing, 44, 88-90.


Jiang, L. (2018). Discourse and identity on Facebook [book review]. Discourse and Communication, 12(2), 212-214.


Jiang, L. (2018). Autonomous language learning with technology beyond the classroom [book review]. System, 75, 107-108.


List of Book Chapters

Tsang, K., Jiang, L., & Qin, Q. (2020). Teachers’ positive emotions and student-related matters. In J. Jaworski (Eds), Advances in Sociology Research, (pp.65-93). New York: Nova Science Publishers, Inc.


Jiang, L. (2019). Conducting collaborative action research: Challenges and coping strategies. In K. K. Tsang, D. Liu, & Y. Hong (Eds.), Challenges and opportunities in qualitative research (pp. 111-123). Singapore: Springer.


Fang, F., & Jiang, L. (2019). Critical investigation of intercultural communication instruction: Building Mainland Chinese university students' critical language awareness and intercultural literacy. In B. L. Reynolds & M. F. Teng (Eds.), English literacy instruction for Chinese speakers (pp. 211-227). Singapore: Palgrave Macmillan.


Tsang, K. K., & Jiang, L. (2018). Sociological understandings of teachers' emotions in second language classrooms in the context of education/curricular reforms: Directions for future research. In J. D. M. Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 73-89). Switzerland: Springer.



Jiang, L., Zhao, Y., & Lin, Y. (2019). (eds). English grammar and sentence writing. Beijing: China Renmin University Press. (in Chinese)

Editorial board member:

 Journal of Second Language Writing 

 Linguistics and Education

 Journal of Asia TEFL


Guest editor for the special issue on teacher emotions across greater China, Beijing International Review of Education, 2022


Review editor, Frontiers in Psychology, Educational Psychology, until 2023.5


External examiner, UMOOCs blended teaching and learning: Exemplar cases selection, China University Foreign Language MOOC Alliance, December, 2020


External examiner, National Quality Courses Selection, Ministry of Education, PRC., July-August, 2020


Reviewer, 2023 conference of the American Association for Applied Linguistics, Reading, Writing and Literacy Strand.

Language and Technology Strand. 

Second and Foreign Language Pedagogy Strand.


Book/Book proposal reviewer for Routledge, Springer, etc. 


Reviewer, 2022 conference of the American Association for Applied Linguistics, Reading, Writing and Literacy Strand.

Language and Technology Strand. 


Top 50 Reviewer for CALL (Computer Assisted Language Learning)


Ad-hoc Anonymous Reviewer for:

TESOL Quarterly;

TESOL Journal;

Journal of Second Language Writing;

Computer Assisted Language Learning;

Modern Language Journal;

Assessing Writing;

Language Teaching Research;


Learning & Instruction;

Linguistics & Education;




International Journal of Bilingual Education and Bilingualism;


Teaching & Teacher Education;

The Asia Pacific Education Researcher;

Innovations in Language Learning and Teaching;

Journal of English for Academic Purposes;

English for Specific Purposes;

Journal of Language, Identity and Education;

Asia Pacific Journal of Education;

Computer-assisted Foreign Language Education (Chinese);

Global Education (Chinese);

Asia Pacific Journal of Education;

Critical Inquiries in Language studies

Journal of Research on Technology in Education'

RELC Journal;


Invited Scholarly keynotes/Seminars/talks/Presentations

Jiang, L. (2023). Multimodal composing for multilingual youth's digital activism in the post pandemic era. Invited keynote, National Research Center-Foreign Language Policy and Planning (NRC-FLPP), Shanghai, China. May, 2023


Jiang, L. (2023). AI assisted writing tools for second language writing teachers. Invited talk, Hong Kong PolyUCC, Hong Kong, May, 2023.


Jiang, L. (2023). Doing fieldworks in sociolinguistics and language education. Invited keynote/seminar, School of Foreign Languages, Jimei University, China, April, 2023. 


Jiang, L. (2023). Gaining grit for the ground: Field methods in language studies. Invited Keynote and Webinar, Mindanao State University, Iligan Institute of Technology (MSU-LLT), Iligan, Lanao del Norte, Philippines,  March, 2023. 


Jiang, L. (2022). What do we teach when teaching with digital multimodal composing. Invited talk at Humanities Distinguished Lecture Series of Chongqing University, 90th Anniversary of College of Foreign Languages, Chongqing University, China. December, 2022.  


Jiang, L. (2022). Computer supported language education in the post pandemic era: A digital multimodal composing perspective.  Technoloyg empowered foreign language education lecture series, School of Foreign Studies, Shanghai University of Finance and Economics. July, 2022. 


Jiang, L. (2022). EFL students' civic participation, digital citizenship and digital multimodal composing. 2022CCEF Cambridge China Education Forum, invited talk. June, 2022. 


Jiang, L., Reichert, F., & Zhang, C. (2022). Forum Discussion, Research Postgraduate Conference, Faculty of Education, The University of Hong Kong. May, 2022.


Jiang, L. (2022). Digital multimodal composing in TESOL. Invited keynote, The 13th Harvard China Education Symposium. April, 2022.


Jiang, L. (2022). Engaging students with video making: A tale of two EFL teachers in Hong Kong. Public  lecture talk, Education University of Hong Kong, February, 2022.


Jiang, L. (2021). Towards a professional development for critical digital literacies in TESOL. Invited keynote, The 2021 International Conference on Artificial Intelligence and Technology-enhanced Language Learning Together with the Post-Graduate Academic Forum, Shanghai, November, 2021.


Jiang, L. (2021). Pathway to culturally sustaining L2 writing instruction: A digital multimodal composing view. invited talk, EFL teacher education and development symposium in Greater Bay Area 2021, Guangzhou, China. September, 2021. 


Jiang, L. (2021). From automated feedback to automatic feedback research: A sociocultural perspective, invited talk, Xiamen Medical College, July, 2021


Jiang, L. (2020). Multimodal text production in language teaching. English School Foundation, Hong Kong Symposium on Multimodality and Language teaching, invited talk, October, 2020


Jiang, L. (2020). Automated feedback in L2 writing, Invited speech, International Symposium on


Classroom Second Language Acquisition Research in China,China Second Language Acquisition Association,Shanghai Foreign Language Education Press;Shanghai,October, 2020


Jiang, L. (2020). Becoming a researcher: Challenges and advice for novice researchers and postgraduate research students, invited talk, Chongqing University, September, 2020


Jiang, L. (2020). Blended instructional reform and pedagogic design: A case study of National Online Open Course, invited speech, Service Training (Beijing) Education Technology Academy, October, 2020


Jiang, L. (2020). National Quality Courses in English language teaching, invited speech, Xiamen University of Technology, July, October


Jiang, L. (2020). MOOC- and SPOC-mediated pedagogic design and implementation, invited speech, Foreign Language Teaching and Research Press, Beijing, May, 2020


Jiang, L. (2018). A new literacy approach to critical reading in secondary English classrooms. Presented for Xiamen Xiang’an Educational Bureau, July, 2018.


Jiang, L. (2018). Online course development and the building of online learning community. Presented for Teacher Development Center, Jimei University, December, 2018.


Jiang, L. (2018). Conducting qualitative research: Five major approaches. Workshop Series for Reprinted Information Center for Social Science of Renmin University, November, 2018.


Jiang, L. (2018). An EFL teacher’s engagement with MOOC: Challenges and coping strategies. Presented for FLTRP at the National Foreign Language Education Forum, March, 2018.


Jiang, L. (2017). Digital multimodal composing in English language education: Theory and practice. Presented for Teacher Development Center, Chongqing University, September, 2017.


Conference Presentations

Jiang, L. (2022). Facilitating self-directed language learning during the pandemic through digital multimodal composing, Conference Proceedings of the 1st APSCE International Conference on Future Language Learning (ICFULL) 2022. Hong Kong:
The Education University of Hong Kong. July, 2022. 


Jiang, L. (2021). Chinese netizens’ digital multimodal composing during the pandemics: Implications for civic engagement education, 6th International Conference Asia-Pacific LSP & Professional Communication Association, City University of Hong Kong, Hong Kong, June, 2021


Jiang, L. (2021). A multimodal composing approach to language teaching: What, why, and how, Public Lecture Series, Education University of Hong Kong, Hong Kong. January, 2021


Jiang, L. (2020). Qualitative data analysis: Problems and strategies, Invited talk, Faculty of Education, Beijing Normal University, December, 2020


Jiang, L. (2020). Deep learning in blended and flipped teaching: Pedagogic design and improvement, invited speech, North Minzu University, Ningxia, China, December, 2020


Jiang, L. (2020). Automated feedback in second language writing: Sociocultural perspective, Invited speech, Jimei University, Xiamen, China, December, 2020


Jiang, L. (2019). The impact of automated feedback upon L2 writing instructors’ feedback practice. National Symposium of Foreign Language Education, Xiamen, China.


Jiang, L. (2018). EFL Teachers’ engagement with digital multimodal composing in EFL classrooms. Asia TEFL 2018, Macau, China.


Jiang, L. (2018). The affordances of multimodal composing for students’ identity and investment in EFL writing. International Conference on Teaching and Researching EFL Writing in China (CEFLW), Nanjing, China.


Jiang, L. (2017). Teacher engagement with MOOC in language teaching. ELT symposium by FLTRP, Beijing, China.


Jiang. L. (2016). The challenges of using multimodal composing to facilitate learner investment. 2016 American Association of Applied Linguistics [AAAL] Annual Conference. Orland, USA.


L. (2014). Mediating EFL students’ English learning investment through multimodal composing in China. 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.


Jiang, L. (2014). Learner investment and multimodal composing. Doctoral school summer conference, Institute of Education, University of London, London, UK.


Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment in English learning: Chinese EFL learners' perceptions. The 5th Annual Conference of Hong Kong Association for Applied Linguistics, HK.


Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment: Chinese College English teachers' perceptions. The 7th International Conference on Multimodality, Hong Kong Polytechnic University, HK.


Jiang, L. (2012). Beyond language: The role of multimodality in English language education, Postgraduate Research Conference, Faculty of Education, HKU, HK